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Youth representations of environmental protest
British Educational Research Journal  ( IF 2.133 ) Pub Date : 2021-06-09 , DOI: 10.1002/berj.3737
Lynda Dunlop 1 , Lucy Atkinson 1 , Denise Mc Keown 1 , Maria Turkenburg‐van Diepen 1
Affiliation  

A necessary condition for a functioning democracy is the participation of its citizens, including its youth. This is particularly true for political participation in environmental decisions, because these decisions can have intergenerational consequences. In this article we examine young people’s beliefs about one form of political participation—protest—in the context of communities affected by fracking and associated anti-fracking protest, and discuss the implications of these representations for education. Drawing on focus groups with 121 young people (aged 15–19) in five schools and colleges near sites which have experienced anti-fracking protest in England and Northern Ireland, we find young people well-informed about avenues for formal and non-formal political participation against a background of disillusionment with formal political processes and varying levels of support for protest. We find representations of protest as disruptive, divisive, extreme, less desirable than other forms of participation and ineffective in bringing about change but effective in awareness-raising. These representations are challenging, not least because the way protest is interpreted is critical to the way people think and act in the world. These representations of environmental protest must be challenged through formal education in order to safeguard the UN Convention on the Rights of the Child and ensure that the spirit of Article 11 of the UK Human Rights Act is protected.

中文翻译:

环保抗议的青年代表

一个有效的民主制度的必要条件是其公民,包括其青年的参与。对于环境决策中的政治参与尤其如此,因为这些决策可能会产生代际影响。在本文中,我们在受压裂和相关反压裂抗议影响的社区的背景下研究了年轻人对一种政治参与形式——抗议——的信念,并讨论了这些表述对教育的影响。在英格兰和北爱尔兰经历过反水力压裂抗议的地点附近的五所学校和学院中,由 121 名年轻人(15-19 岁)组成的焦点小组,我们发现,在对正式政治进程幻灭和对抗议的不同程度支持的背景下,年轻人对正式和非正式政治参与的途径非常了解。我们发现抗议的表现形式具有破坏性、分裂性、极端性,不如其他形式的参与那么可取,在带来变革方面无效,但在提高认识方面有效。这些表述具有挑战性,尤其是因为解释抗议的方式对人们在世界上的思维和行为方式至关重要。为了维护《联合国儿童权利公约》并确保《英国人权法》第 11 条的精神得到保护,必须通过正规教育来挑战这些环境抗议的表现形式。我们发现抗议的表现形式具有破坏性、分裂性、极端性,不如其他形式的参与那么可取,在带来变革方面无效,但在提高认识方面有效。这些表述具有挑战性,尤其是因为解释抗议的方式对人们在世界上的思维和行为方式至关重要。为了维护《联合国儿童权利公约》并确保《英国人权法》第 11 条的精神得到保护,必须通过正规教育来挑战这些环境抗议的表现形式。我们发现抗议的表现形式具有破坏性、分裂性、极端性,不如其他形式的参与那么可取,在带来变革方面无效,但在提高认识方面有效。这些表述具有挑战性,尤其是因为解释抗议的方式对人们在世界上的思维和行为方式至关重要。为了维护《联合国儿童权利公约》并确保《英国人权法》第 11 条的精神得到保护,必须通过正规教育来挑战这些环境抗议的表现形式。尤其是因为解释抗议的方式对人们在世界上的思维和行为方式至关重要。为了维护《联合国儿童权利公约》并确保《英国人权法》第 11 条的精神得到保护,必须通过正规教育来挑战这些环境抗议的表现形式。尤其是因为解释抗议的方式对人们在世界上的思维和行为方式至关重要。为了维护《联合国儿童权利公约》并确保《英国人权法》第 11 条的精神得到保护,必须通过正规教育来挑战这些环境抗议的表现形式。
更新日期:2021-06-09
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